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Mark Scheme J411/32 the Viking Expansion, C.750-C.1050 with Aztecs and the Spanish Conquest, 1519-1535 June 2018

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Mark Scheme J411/32 the Viking Expansion, C.750-C.1050 with Aztecs and the Spanish Conquest, 1519-1535 June 2018 GCSE History B (Schools history project) Unit J411/32: The Viking Expansion, c.750–c.1050 with Aztecs and the Spanish Conquest, 1519–1535 General Certificate of Secondary Education Mark Scheme for June 2018 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. © OCR 2018 J411/32 Mark Scheme June 2018 Annotations Stamp Annotation Name Description Tick 1 Level 1 Tick 2 Level 2 Tick 3 Level 3 Tick 4 Level 4 Tick 5 Level 5 Tick 6 Level 6 SEEN Noted but no credit given NAQ Not answered question Wavy Line Development / Evidence / Support of valid point BP Blank page 3 J411/32 Mark Scheme June 2018 Subject Specific Marking Instructions INTRODUCTION Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes: the specification, especially the assessment objectives the question paper and its rubrics the mark scheme. You should ensure that you have copies of these materials. Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader. USING THE MARK SCHEME Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of differentiation and positive achievement can be addressed from the very start. The specific task–related indicative content for each question will help you to understand how the band descriptors may be applied. However, this indicative content does not constitute the mark scheme: it is material that candidates might use, grouped according to each assessment objective tested by the question. It is hoped that candidates will respond to questions in a variety of ways. Rigid demands for ‘what must be a good answer’ would lead to a distorted assessment. Candidates’ answers must be relevant to the question. Beware of prepared answers that do not show the candidate’s thought and which have not been adapted to the thrust of the question. Beware also of answers where candidates attempt to reproduce interpretations and concepts that they have been taught but have only partially understood. Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always be prepared to use the full range of marks. 4 J411/32 Mark Scheme June 2018 Section A: Viking Expansion, c.750–c.1050 Question 1 – 3 marks (a) Identify one way that Vikings were effective sailors (b) Name one place raided by Vikings from 793. (c) Name one area settled by Vikings who crossed the Atlantic. Guidance Indicative content 1(a) – 1 mark for any answer that offers an historically valid response drawing on For 1(a), likely valid responses include: superb ships knowledge of characteristic features (AO1) able to sail in deep and shallow water; good navigators, steering oar/rudder allowed them to change direction, shape of the ship included a sail by the 8th Century Staraya Ladoga is a product not evidence so will not count 1(b) – 1 mark for any answer that offers an historically valid response drawing on knowledge of characteristic features (AO1) For 1(b), likely valid responses include: Lindisfarne, Northumbria, Iona Abbey, Isle of Sheppey, Scottish Isles, Ireland, France. Britain, Constantinople (860), Dorset (789), Netherlands Monasteries will not count 1(c) – 1 mark for any answer that offers an historically valid response drawing on For 1(c) likely valid responses include: North knowledge of characteristic features (AO1) America; Greenland; Iceland Baku, Constantinople – Caspian Sea so will not count Any other historically valid response is acceptable and should be credited. 5 J411/32 Mark Scheme June 2018 Question 2 – 9 marks Write a clear and organised summary that analyses Viking settlement in the British Isles after 865. Support your summary with examples. Levels Notes and guidance specific to the question AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. Maximum 6 marks Answers should show connections in the situation AO2 Explain and analyse historical events and periods studied using second-order defined in the question and use these to organise the historical concepts. Maximum 3 marks answer logically. Level 3 (7–9 marks) Answers could consider aspects of one or more of Demonstrates a well-selected range of valid knowledge of characteristic features that the following: are fully relevant to the question, in ways that show secure understanding of them The establishment of the Danelaw (AO1). Absorption of Viking Northumbria -- England The way the summary is organised shows sustained logical coherence, demonstrating Later invasions, drawing on the Cnut era clear use of at least one second order concept in finding connections and providing a logical chain of reasoning to summarise the historical situation in the question (AO2). Answers may choose to focus on aspects of Viking Nutshell: Summary based on second order concept(s) with 3 or more valid supporting society in Britain and these should be credited – law, examples/description customs, religion, trade, dress and appearance; 9 marks – 2 second order concepts qualified Some evidence points to Viking settlers being largely Level 2 (4–6 marks) male. Specific examples could be taken from studies Demonstrates a range of knowledge of characteristic features that are relevant to the of Jorvik. ‘Extent’ is not mentioned in the question question, in ways that show understanding of them (AO1). but may still be used effectively to address it. The way the summary is organised shows some logical coherence, demonstrating use Use of conceptual understanding to organise the of at least one second order concept in finding connections and providing a logical response might in this case involve change, e.g. chain of reasoning to summarise the historical situation in the question (AO2). distinguishing by geographical regions, or by Nutshell: Summary based on a second order concept with 2 valid supporting examples time, extent of settlement. /description Answers may show understanding of second order concepts such as change, continuity and significance (e.g. different items traded by Vikings, impact on Level 1 (1–3 marks) religious practices), similarity and difference within Demonstrates some knowledge of characteristic features with some relevance to the situations (e.g. between Saxon and Viking society) question, in ways that show some limited understanding of them (AO1). The summary shows a very basic logical coherence, demonstrating limited use of at Please note that answers do not need to name the least one second order concept in attempting to find connections and to provide a second order concepts being used to organise their logical chain of reasoning to summarise the historical situation in the question (AO2). answer, but the concepts do need to be apparent Nutshell: Summary based on a second order concept with 1 valid supporting example from the connections and chains of reasoning in the Nutshell: List of events / developments with no organising concept. 6 J411/32 Mark Scheme June 2018 Nutshell: Reference to a second order concept may be implicit summary in order to meet the AO2 descriptors (see 0 marks levels descriptors). No response or no response worthy of credit. Without connection to the period = 0 marks Focus on monasteries = 0 marks No reward can be given for wider knowledge of the period that is unrelated to the topic in the question. 7 J411/32 Mark Scheme June 2018 Question 3 – 10 marks What was the impact of Harald Bluetooth’s reign upon Denmark? Explain your answer. Levels Notes and guidance specific to the question set AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. Maximum 5 marks Explanations could consider: the conversion to AO2 Explain and analyse historical events and periods studied using second-order Christianity; shipbuilding and preparing the way historical concepts. Maximum 5 marks for invasions by his son Sweyn Forkbeard; Level 5 (9–10 marks) power as sole king, defence against outside Demonstrates strong knowledge of key features and characteristics of the period in pressures from other peoples e.g. Germans and ways that show secure understanding of them (AO1). Norwegians. Evidence from forts at Trellenborg. Uses these to show sophisticated understanding of one or more second order concepts in a fully sustained and very well-supported explanation (AO2).
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